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Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play 总被引：1，自引：0，他引：1
Karen McInnes Justine Howard Gareth Miles Kevin Crowley 《Early Years: An International Journal of Research and Development》2011,31(2):121-133
This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities. 相似文献
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《Early childhood research quarterly》2003,18(1):3-21
Lag-sequential analysis was used to explore the simultaneous sequential transition patterns of preschoolers’ social play within natural classroom settings. Subjects were 167 middle- and lower-income 4-year-olds (90 boys and 77 girls) videotaped in three child-initiated play centers. Results indicated that the proportion of social-play states did not vary during the play episodes even when accounting for type of activity center, gender, and SES. Findings also revealed that, during and within child-initiated play centers, a reciprocal relationship existed between parallel-aware and other social-play states. Specifically, knowing preschoolers who were in parallel-aware play significantly increased the likelihood of predicting their shifts into cooperative-social and onlooker play; while knowing children were in cooperative-social, onlooker, and solitary-constructive play predicted shifts into parallel-aware play. Likewise, similar to school-age children’s group-entry patterns, preschoolers exhibited a three-step sequential play pattern of going from onlooker behavior into parallel-aware play then into cooperative-social play during child-initiated activities. Also supported was the notion that during child-initiated play episodes parallel-aware play is more than a static bridge into cooperative-social play; it is a dynamic bidirectional crossroad between other social-play states. 相似文献
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Kirsti Pedersen Gurholt 《Journal of Adventure Education & Outdoor Learning》2016,16(4):318-329
This article explores the concept of ‘curious play’ as a theoretical framework to understand and communicate children’s experiences of free play in nature. The concept emerged interactively from three sources of inspiration: an ethnographically inspired study of children playing in nature; as a critique of the concept of ‘risky play’ being the dominant discourse on children’s play in natural environments; and from phenomenological and cultural-historical theories of children’s play and play environments. The article illustrates this interplay through an analysis of two empirical examples, and argues that curious play offers a comprehensive and existential approach to understanding the interplay of children playing in nature and children’s growth. Thus, children are conceptualized as active explorers and playful agents whilst embodying and creating knowledge, skills and understandings of themselves and their life-worlds. 相似文献
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Pretend play begins very early in human life. A key question is why, when figuring out reality is young children’s major developmental task, they engage in its deliberate falsification. A second key question is how children know that pretend events are not real. Here we report three experiments addressing the latter question and providing indirect evidence for speculation on the first question. Children (N = 96) were shown actors eating or pretending to eat from covered bowls, and they had to indicate, on the basis of the actors’ behavioral signs, which actor was pretending to eat or had the real food. Even 24-month-olds could do so when the contents of the bowls were shown before the actions, and even when substitute objects were shown. However, when one of the bowls contained imaginary objects (i.e., was empty), even 30-month-olds could not indicate which actor was pretending. These studies show how the ability to interpret pretending from behavioral cues develops gradually as children’s representational abilities become more free of contextual support. We propose that, from an evolutionary and ontogenetic standpoint, pretend play might serve to heighten children’s sensitivity to social signs. This sensitivity could assist the development of theory of mind, with which social pretend play is associated. In this way, pretend play in humans might serve a similar purpose to play fighting in other species: In both cases, play might sensitize the organism to social signs that will allow for sophisticated coordination of social behavior later in life. 相似文献
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飞雪 《小学生导刊(中年级)》2003,(14)
一、请选择喜爱的词语翻译英文小诗歌。 THE SEAS()NS(四季)Spring 15gl’een,春天是(新鲜的、绿色的、未成熟的)summer 15 hl.i蜘t,夏天是(晴朗的\明亮的\聪明的从Autumn 15 yellow,秋天是(金黄的\胆小的),一winte:〕}5 wllile.冬天是(纯洁的\白色的\保守的~。) 二、Ma少月,的节日:M即Da州五一劳动节’,岭衅二个星期日是Mothe介Da州母亲节)。M盯属于什么李节卿一 三、孙悟空火眼金睛,能识破变化多端的妖怪。同学们,你能一眼看出哪些单i司“走错”地方了吗, head hair face eatpencil,uler book era:、er—盯een redl’lue ball〔109… 相似文献
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Nilgün Cevher-Kalburan 《Journal of Adventure Education & Outdoor Learning》2013,13(3):239-260
This study examines the effectiveness of an intervention course for changing early childhood pre-service teachers’ understanding of children’s risky play. Twenty-six of the early childhood pre-service teachers who were enrolled in this course filled out an open-ended questionnaire at the beginning and end of the six-week course. Data from the pre and post surveys were triangulated with data obtained through the researcher’s reflective notes and participants’ brief evaluations and drawings. The results of the data analysis indicated that participation in the intervention course had changed pre-service teachers’ beliefs. As a result of the course, pre-service teachers’ positive perspectives on children’s risky play increased and their understanding became enhanced. Results are discussed in relation to the literature and the implications of examining early childhood education programs are explored. 相似文献
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Andrew Burrell 《Education 3-13》2018,46(5):547-562
There has been little research into ‘language play’, the manipulation of language for enjoyment, in children’s narrative writing. The unprompted language play of 36 children was investigated in their writing of an imaginative story. The sample comprised three attainment sub-groups from a larger repeat-design quantitative study of writing development in the 9–11 age range. A total of 71 stories were further analysed, using qualitative methods derived from the relevant literature. Extensive use of language play was evident, as well as some stylistic differences between the sub-groups. The findings suggest that children’s propensity for manipulating the forms, meanings and uses of language might be channelled more explicitly into the teaching and learning of writing. 相似文献
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A number of common idiomatic expressions use;the word“play”.Here is a list of them.一些常见的习惯用语用到了play这个词,现列举如下:
1.play along
To do what someone asks you to do,for a limited period of time.暂时做某人要你做的事,附和.
例:I know you don't like Jack's idea,but just play along with him for awhile.
我知道你不喜欢杰克的主意,但附和一下吧. 相似文献
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洪沙 《初中生学习指导(初三版)》2014,(1):116-118
怎么样，同学们是不是对上面的四道题有点无从下手的感觉？如果你了解了play这个英语单词，以上问题就会迎刃而解了。play的含义非常丰富，用途十分广泛，是一个重要的四会词语之一，同学们可要好好掌握它的用法哟! 相似文献
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Mechthild Schåfer Peter K. Smith 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):173-181
A sample of 30 teachers were given a questionnaire about how they viewed the relationship between playful fighting and real fighting. In addition, these teachers and 20 children aged five to seven were shown a videofilm of 20 fighting episodes, some playful and some real, and asked to make judgements about them; the responses of teachers and children were compared. Teachers reported difficulty in distinguishing playful from real fighting for about one‐third of occasions ‐ sometimes due to false information from children, and sometimes due to missing the whole of a complex sequence. They also thought that play fighting was about twice as frequent as real fighting, with both much more frequent in boys than girls; and that nearly one‐third of play fighting episodes would turn into real fighting (more often for boys than girls). The video analysis showed that the teachers tended to agree with children about the nature of episodes, but verbally reported a wider range of cues in making their judgements. Results are discussed in terms of some apparent areas of disagreement between teachers, children and outside observers concerning the relative frequency of playful and real fights, and the likelihood of the former turning into the latter. 相似文献
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《Teaching and Teacher Education》2001,17(7):857-869
Play is a characteristic behaviour of young children. It is a vital way through which children reconcile their inner lives with the outside world. It is a central activity in kindergarten and nurseries. ‘Learning through play’ is recommended as the mode of learning and teaching for young children. In Hong Kong, it was documented in an official education report in 1986 and is the key guideline for the implementation of the aims of early childhood education for the next millennium. A case study of two kindergarten teachers in Hong Kong was conducted to investigate the understanding and implementation of play in the kindergarten curriculum. The findings showed immense difficulties in understanding the concept ‘learning through play’ and a gap between the practitioners’ espoused theories and practice. The study reflected the complex nature of learning and teaching and highlighted the core issue for reform, namely, the need for bridging the gap between theory and practice. 相似文献
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Fathi Ihmeideh 《Education 3-13》2019,47(1):47-63
The study investigates parents’ perceptions of and engagement with their children's play in the context of Qatar. Quantitative data were collected using a questionnaire that was administered to parents of children aged 4–7 years old in Doha. A total sample of 240 parents responded to the questionnaire. Findings indicated that Qatari parents valued the importance of play to their children’s development and learning. In addition, parents showed a moderate level of engagement with their children’s play. The findings also indicated that physical play was the most common type of play in which parents are engaged with their children, followed by discovery play. Moreover, significant correlations were found between parents’ perceptions of children’s play and their engagement with all play types. In addition, significant differences were observed in parents’ perceptions of and engagement with children’s play based on parents' socio-demographic variables. These findings highlight the importance of extending children’s play in all children’s educational levels, and getting parents involved in children’s play activities. 相似文献
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都予新 《中学英语园地(高三版)》2006,(4)
play是初中英语中最常用的动词之一,它既可用作及物动词,又可用作不及物动词。现将它的常见用法归纳如下,供同学们参考。一、用作及物动词1.play意为“打(球)”、“下(棋)”、“玩(牌)”时,表示“球”、“棋”、“牌”等的名词前面一般不加冠词。例如:The boys are playing football.男孩子们正在踢足球。M any people like to w atch others playing chess.许多人爱看别人下棋。A re you interested in playing basketball?你对打篮球感兴趣吗?D on t spend too m uch tim e playing cards.别花费太多的时间玩牌。2.play意为“弹”、“拉… 相似文献
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俱乐部里真热闹，
个个都在显身手。
风琴accordion曲欢快，
吉他guitar奏得欢。
小提琴violin真优雅，
唱歌piano来伴奏。 相似文献
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